Effects of benchmarking and peer‐assessment on French learners' self‐assessments of accentedness, comprehensibility, and fluency

Datos Bibliográficos

ID8939308
AutoresAki Tsunemoto (0000-0001-5916-8586, Department of Education Concordia University Montreal Quebec Canada, autor de correspondencia), Pavel Trofimovich (0000-0001-6696-2411, Department of Education Concordia University Montreal Quebec Canada), Josée Blanchet (École de langues Université du Québec à Montréal Montreal Quebec Canada), Juliane Bertrand (École de langues Université du Québec à Montréal Montreal Quebec Canada), Sara Kennedy (0000-0001-5484-8048, Department of Education Concordia University Montreal Quebec Canada)
Año2021
Volumen55
Número1
Páginas135-154
Fecha de publicación2021-09-21
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaForeign Language Annals (JOURNAL)
Identificadores de la revistaISSN: 0015-718X • E-ISSN: 1944-9720
EditorialWiley (PUBLISHER • GB)
DOI10.1111/flan.12571
OpenAlexW3200855460
IdiomaEN
Citas recibidas11
Referencias citadas42

This study examined the effect of benchmarking and peer‐assessment activities on second language (L2) French learners' self‐assessments of accentedness, comprehensibility, and fluency. The learners, who included 25 L2 French students enrolled in a 15‐week university‐level French course, recorded two oral presentations at the beginning and the end of the course and self‐assessed their accentedness, comprehensibility, and fluency four times. In addition to regular course instruction, the treatment group also engaged in benchmarking (discussing and applying pre‐established evaluation criteria) and peer‐assessment (evaluating peers' speaking performances). The students' self‐assessments were compared with ratings of accentedness, comprehensibility, and fluency by 10 native‐speaking French raters. At the end of the course (i.e., for the second oral presentation), the treatment group showed greater alignment in self‐assessment of comprehensibility than the comparison group, relative to the external raters' assessments. Results highlight the value of assessment‐focused activities targeting L2 learners' awareness of pronunciation

Benchmarking · Fluency · Linguistics · Mathematics education · Medical education · Pedagogy · Peer Assessment · Pronunciation · Self-assessment · EFL/ESL Teaching and Learning · Medicine · Phonetics and Phonology Research · Psychology · Second Language Acquisition and Learning